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‡When we compared students ?   
physical activity to their academic 

performance, we found that students 

who had 3 - 5 hours of physical °




activity per week were almost all


between 60 and 90%. 

‡We also found that students

generally had the best academic

°

°














averages when they got between 5
and 7 hours of physical activity per
week.
‡These results however were not ? ?  
forming obvious patterns, which á


!
brings us to the conclusion that
° °
physical activity does not have a 

great impact on one's academic ? 
performance.
 ! 

   
 
 ! 
‡There are many obvious patterns
when comparing the number of "
ï 
cigarettes a student smokes in a 
week and their academic 
performance. 



‡About half the students who smoke 

over 45 cigarettes a week have an

average between 50 and 60. ï
‡However it should also be noted
that the other half seems to have an



 

 

 



 ï
average between 70 and 80, or
between 80 and 90.
‡The academic margin of 90 to 100  "
had the largest ratio of non- þ

ï
smokers.
ï  
‡Generally, the more cigarettes 
smoked, the lower the overall " 
 
average.
 !  


"    

 
 ! 
‡This was one of the most "
ï 

surprising results of our survey. 


‡It was discovered that students 



with averages between 50 and 
60, and students with averages 


between 90 and 100 drink ï
roughly the same amount.
‡And students with averages


 

 

 

 ï
between 60 and 80 seem to drink


the most of anybody.

" "
‡It was also surprising that r
students with averages below 50 
ï  
drank less than the average. ï
" 
 
 !  
  

‡Almost all high school ?
ï  
students seem to get between 

5 and 7, or 7 and 10 hours of 



sleep per night. 

‡Very few students who get

less than 5 hours of sleep per ï
night have an average of over



 

 

 



 ï
60%.
‡It should also be noted that


almost all students who got  

between 7 and 10 hours of O 


ï



ï
sleep per night had an
 
ï
academic average between 70?
 
and 100.
 !    
‡Much to our surprise, we ?   

found that not one student 

with an average between 90 

°

and 100 considered

themselves ´always stressed". 

‡For the most part, the stress 



levels are similar in each


division. As the population
grows so does the amount of °
°











? ?  
stress. O 

‡A large portion of those with # $

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'
an average between 60 and '  
? 
100 claimed they were
"sometimes stressed".
 $ %

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‡It was no surprise 
that students who 
enjoy school tend to 
perform well 



academically

speaking. ï
‡Most students with



 

 

 

 
averages below 60 do

 ï
not enjoy school.


‡And roughly 75% of ? ? 

students with an Î
 
å
& 
average over 90 claim 
the enjoy school . ? 
 
  


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‡When comparing the 
academic performance 
of males and females 
we found that they 
were very similar and



there were no distinct

patterns. ï
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‡Generally, everyone °




surveyed got along well
°

with their peers at school. 


‡The students in the very

°

poorly category had 


trouble getting along with °

other kids. This could be

°

connected to why they do
not like school. We $ $ -$    $# 
# #   $   ?
demonstrated earlier that ‰
 

  
 

those who do not like .#  . $# 
.'  # /'  ... . $
school generally do not °.
? 
do well.
 Y 
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‡Just as we had
suspected, those who
     

do well and very well

in school are ³never´

left out. 
‡Responses seem to be 



almost equally

dispersed in the poorly ï

and very poorly ï


categories.
‡As well, it should be  *      +  
,  

?
noted that those who Y  
 &
had average marks  0 
were rarely left out &
? 
 
³most of the time´.
‡It came as a surprise
to us that the
majority of those
who did well and


very well in school
     
claimed they are 

³never´ bullied. 

‡We were under the

false impression that




bullies always picked

on the ³smart kids´. ï
‡We also thought it ï

was odd that almost
all kids those who  *      +   
,    

?
were bullied ³most R   
of the time´ did 

&
0 
poorly or very poorly &
? 
 
in school.
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‡A large majority of
students either like english
1

a bit or like it a lot.
' 
‡And obviously those who    
ð
"like it alot" tend to get

the best marks. This can

be linked to the idea that


enjoying school (or a ð


subject in this case) will 

result in higher marks. 
‡We also found it very 
peculiar that almost all

students who hate english ð
have average marks.
‡The very odd thing about     
    
 
these results was that all º
 
students who were doing ‰ !"#$‰
‰#
%& ‰
#
‰#
very poorly "like english ‰$‰
‰#
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‰#
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alot".
 


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‡This question ! "  
came up with 




very similar 

results to the 

english question. 



‡Just as in the


previous 

question, the very 

odd thing about 

these results was $ $ -$    $#
that all students # #  $   ?
º  
who were doing 3%!%523&132'1 "$ 3 2132
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very poorly "like ? 
math alot".
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